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  3. 【T1】Halfway through the semester in his market research course at Roanoke C

【T1】Halfway through the semester in his market research course at Roanoke C

游客2025-04-14  32
问题      【T1】Halfway through the semester in his market research course at Roanoke College last fall, only moments after announcing a policy of zero tolerance for cellphone use in the classroom, Prof. Ali Nazemi heard a telltale ring. Then he spotted a young man named Neil Noland fumbling with his phone, trying to turn it off before being caught.
    "Neil, can I see that phone?" Professor Nazemi said, more in a command than a question. The student surrendered it. Professor Nazemi opened his briefcase, produced a hammer and proceeded to smash the offending device. Throughout the classroom, student faces went ashen.
    "How am I going to call my Mom now?" Neil asked. As Professor Nazemi refused to answer, a classmate offered, " Dude, you can sue. "
    One thing we should be clear about was the episode in his classroom had been plotted and scripted ahead of time, with Neil Noland part of the plot all along.
     【T2】One thing we should be clear about was the episode in his classroom had been plotted and scripted ahead of time, with Neil Noland part of the plot all along. The phone was an extra of his mother’s, its service contract long expired.
    Professor Nazemi, in a telephone interview last week, attested to the exasperation of countless teachers and professors in the computer era. Their permanent war of attrition with defiantly inattentive students has escalated from the pursuit of pigtail-pulling, spitball -lobbing and notebook-doodling to a high-tech arsenal of laptops, cellphones, BlackBerries and the like.
    The poor school teacher or master now must compete with texting, instant-messaging, Facebook, eBay, YouTube, Addictinggames. com and other poxes(瘟疫，灾难)on pedagogy.
    "There are certain lines you shouldn’t cross," the professor said. "If you start tolerating this stuff, it becomes the norm. The more you give, the more they take. Multitasking is good, but I want them to do more tasking in my class. "
     【T3】All the advances schools and colleges have made to supposedly enhance learning — supplying students with laptops, equipping computer labs, creating wireless networks — have instead enabled distraction. Perhaps attendance records should include a new category: present but otherwise engaged.
    Naturally, there will be many students and no small number of high-tech supporters ready to lay the blame on boring lessons. One of the great condemnations in education jargon these days, after all, is the "teacher-centered lesson".
     【T4】"I am so tired of that excuse," said Professor Bugeja, maybe live a long and fruitful life. "The idea that subject matter is boring is truly relative. Boring as opposed to what? Buying shoes on eBay? The fact is we’re not here to entertain. We’re here to stimulate the life of the mind. "
    "Education requires contemplation," he continued. "It requires critical thinking. What we may be doing now is training a generation of air-traffic controllers rather than scholars. And I do know I’m going to lose. "
    Not, one can only hope, without fight.
    In the end, as science-fiction writers have prophesied for years, the technology is bound to outwit the fallible human. What teacher or professor can possibly police a room full of determined goof-offs(游手好闲者)while also delivering an engaging lesson? [br] 【T4】
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答案 “我太讨厌那个借口了，”布吉加教授说，可能过着漫长而丰富的生活。“屈服于物质是无聊的想法确实是相对的。与无聊相反的是什么?在易趣上买鞋吗?事实是，我们来这儿不是为了娱乐。我们来这儿是要激发精神生活。”
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